Seite - 270 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

2000 to 2014 and concluded that blended learning would be one of the preferred instructional approaches to language learning in the near future. The majority of the research investigating blended language learning were conducted in the premise that blended learning is a combination of face-to-face classroom learning with computer- mediated online Language Learning supported by Learning Management System (LMS). With the developments of mobile informational technology, mobile devices with rich multimedia functions provide new affordances for synchronous and asynchronous activities in blended language learning environment. In order to achieve the optimal blends of face-to-face (F2F) and Online learning in second language learning and teaching in higher education, this paper will explore how to implement effective blended learning in an EFL language course delivered digital learning platforms with the support of the mobile devices as BYOD (Bring Your Own Devices) for synchronous and asynchronous activities. 2. Literature Review Although blended learning has been a widely adopted instructional approach in higher education, it is difficult to identify a generally accepted definition for blended learning. Scholars around the globe define blending learning from different perspectives. Garrison (2004) defines blended learning as “the thoughtful integration of classroom face-to-face learning experiences with online learning experiences” within the Community of Inquiry framework (p.96) [2]. Graham (2006) defines blended learning as a combination of face- to-face classroom instruction with computerϋmediated instruction [8]. Neumeier (2005) states that blended learning is “a combination of face-to-face (F2F) and computer assisted learning (CAL) in a single teaching and learning environment” for the study of the parameters shaping blended learning environment in language learning and teaching (p.164)[9]. Most of the definitions include face-to-face and online learning, which refer to computer-mediated learning rather than computer-mediated learning with the support of mobile phones or smart phones. 2.1 Blended learning in Higher Education Garrison [2] stated that blended learning provides possibilities to transform education environments to focus on developing students’ critical thinking skills in higher education. Garrison and Vaughan [10] introduced the theoretical framework--Community of Inquiry--, to explore how to implement blended learning redesigns in higher education. Talyor and colleagues [11] identified the factors influencing the implementation of blended learning programs and explored students’ and instructors’ perspectives based on the literature review of blended learning in higher education for the last decade. Their findings indicate that undergraduates and graduate students have different motivations to choose blended learning instruction even though all of them embrace the flexibility of blended learning [11]. On the other hand, instructors also claimed that faculty need more support and professional training to redesign blended learning courses even though blended learning could enhance the teacher-student interactions [11]. In 2013, Owston [12] conducted a quantitative study of the relationship between the perceptions of M.Guoetal. /ACaseStudyofMobileBlendedLearning inTeachingEnglish270